Improvement of students’ scientific writing in a middle-years science classroom
This thesis illustrates a mixed-methods action-research evaluating impact of selected intervention strategies on writing skills of Science students in a mixed ability year 6 class. Scaffolding, peer/self-assessment and metacognitive journaling were implemented as part of the students’ scheme of work...
| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
Curtin University
2015
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| Online Access: | http://hdl.handle.net/20.500.11937/1774 |
| _version_ | 1848743764739227648 |
|---|---|
| author | Wood, Duncan Michael |
| author_facet | Wood, Duncan Michael |
| author_sort | Wood, Duncan Michael |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | This thesis illustrates a mixed-methods action-research evaluating impact of selected intervention strategies on writing skills of Science students in a mixed ability year 6 class. Scaffolding, peer/self-assessment and metacognitive journaling were implemented as part of the students’ scheme of work over 3 months. Using interviews, work-samples and anecdotal records, it was established that the students improved their writing skills and self-efficacy towards writing in Science as a result of the use of these strategies. |
| first_indexed | 2025-11-14T05:50:45Z |
| format | Thesis |
| id | curtin-20.500.11937-1774 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T05:50:45Z |
| publishDate | 2015 |
| publisher | Curtin University |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-17742017-02-20T06:37:17Z Improvement of students’ scientific writing in a middle-years science classroom Wood, Duncan Michael This thesis illustrates a mixed-methods action-research evaluating impact of selected intervention strategies on writing skills of Science students in a mixed ability year 6 class. Scaffolding, peer/self-assessment and metacognitive journaling were implemented as part of the students’ scheme of work over 3 months. Using interviews, work-samples and anecdotal records, it was established that the students improved their writing skills and self-efficacy towards writing in Science as a result of the use of these strategies. 2015 Thesis http://hdl.handle.net/20.500.11937/1774 en Curtin University fulltext |
| spellingShingle | Wood, Duncan Michael Improvement of students’ scientific writing in a middle-years science classroom |
| title | Improvement of students’ scientific writing in a middle-years science classroom |
| title_full | Improvement of students’ scientific writing in a middle-years science classroom |
| title_fullStr | Improvement of students’ scientific writing in a middle-years science classroom |
| title_full_unstemmed | Improvement of students’ scientific writing in a middle-years science classroom |
| title_short | Improvement of students’ scientific writing in a middle-years science classroom |
| title_sort | improvement of students’ scientific writing in a middle-years science classroom |
| url | http://hdl.handle.net/20.500.11937/1774 |